The Chemistry of Batteries 

Lesson Objectives:
Diagram electrochemical cells, labeling the anode, cathode, and directions of ion and electron
movement.
Given appropriate reduction potentials, calculate the cell voltage (standard cell potential, E​o
cell) generated by a voltaic cell

Course/Grade Level:
CP or Honors Chemistry

Materials:
Lemons Sodium chloride solution 1 M KNO​3​ solution
Alligator clips Cardboard Filter paper
Voltmeter 16- 1.5 to 3 V motors Beakers
Pennies Various metals
Sandpaper Various metal solutions

NGSS PE(s) addressed:

HS-PS1-2. Construct and revise an explanation for the outcome of a simple
chemical reaction based on the outermost electron states of atoms,
trends in the periodic table, and knowledge of the patterns of
chemical properties.
HS-PS3-3. Design, build, and refine a device that works within given constraints
to convert one form of energy into another form of energy.*

Disciplinary Core Idea

PS2.A: Forces and Motion
PS3.B: Conservation of Energy and Energy Transfer

Science and Engineering Practices

Developing a model Creating an electrochemical cell within the constraints of
Planning and carrying Testing and redesigning the electrochemical cell.
out investigations Analyzing and interpreting data Using data to determine the
Analyzing and effectiveness of the electrochemical cell to turn the fan.
interpreting data Determining the concentration of salt solutions needed
Constructing for the electrochemical cell.
explanations and Identify best electrochemical cell based on data, feasibility, cost,
designing solutions and safety.
Obtaining, evaluating, Sharing electrochemical cell designs and results of the
and communicating design process with peers.
information

Cross Cutting Concepts

Cause and Effect Increase in the number of cells, increases energy output.
Energy and Matter Chemical energy is converted into electrical energy.

Engage​: Connect to Prior Knowledge and Experience Estimated Time: 10 minutes

Descriptions:
Lemon Battery is used to explain how electrons are carried through the lemon from the
oxidation and reduction of two different metals.

Teacher’s Role Teacher Questions Student’s Role

Use a lemon to light an LED
and measure the voltage
using one set of electrodes
and then a series of
electrodes.
How do you think a battery
works?
What is generating the
energy used to light the LED?
Make observations and
discuss what is going on in
the battery

Alternative: D-news video How do we increase the

https://www.youtube.com/wat voltage?
ch?v=TQHS509_0so

or

Explore​: ​Hands-on Learning, Contextualize Language, Use Estimated Time: 30 minutes

of Scaffolding, Use of Multiple Intelligences, Check for
Understanding
Descriptions:
Penny Battery Lab: Students create a simple battery much like Volta’s first pile from
post-1982 pennies. They sand one side of a penny to expose zinc metal and place cardboard
soaked in an electrolyte. Directions will be given to create a battery that can light up a red
LED. Students will then be given the task of creating a battery that can light up a blue LED
(since blue light is a higher frequency than red, it requires more energy).

Teacher’s Role Teacher Questions Student’s Role

To assist and monitor
students.
https://www.exploratorium.ed
u/snacks/penny-battery
Why do you have to sand one Create a simple battery
side of the penny?
What is the purpose of the
cardboard?
What can you do to improve
this design?

Explain​: Listening, Speaking, Reading and Writing to Estimated Time: 5 to 10

Communicate Conceptual Understanding minutes

Descriptions:
Battery Video: Students watch a TEDed video about batteries.
https://www.youtube.com/watch?v=9OVtk6G2TnQ

Teacher’s Role Teacher Questions Student’s Role

Play video and answer Exit ticket: What did you learn Watch video and complete an
questions students may still about the chemistry of exit ticket.
have about batteries. batteries?
Explore​: ​Hands-on Learning, Contextualize Language, Use Estimated Time: 55 minutes
of Scaffolding, Use of Multiple Intelligences, Check for
Understanding

Descriptions:
Batteries POGIL (process oriented guided inquiry learning): Students use models to discuss
how a battery works.

Teacher’s Role Teacher Questions Student’s Role

Facilitator and coach
To purchase POGIL book:
https://www.flinnsci.com/pogil
-activities-for-high-school-che
mistry/ap7554/
What happens to the ions in Work as a team to develop
solution over time? an understanding of how
What happens to the cathode batteries work.
and anode over time? Use models to explain
What is the purpose of the phenomena.
salt bridge?
Where does oxidation occur
in the battery? Reduction?
How do the electrons flow in
a battery?
How do the half-cells remain
electrically neutral?

Explain​: Listening, Speaking, Reading and Writing to Estimated Time: 25 to 40

Communicate Conceptual Understanding minutes

Descriptions:
Galvanic cells and Calculating Ecell Edpuzzle Notes. I usually split this up between two
different days as homework assignments. The videos can be watched as homework on days
where students are performing the engineering design challenge. Textbook assignment or in
class lecture may be offered instead.

Teacher’s Role Teacher Questions Student’s Role

Monitor students, grade
student responses on
edpuzzle, and answer
questions when students
need help.
Possible videos:
https://www.youtube.com/wat
ch?v=7b34XYgADlM
https://www.youtube.com/wat
ch?v=Qx1iRspTbe0
In what directions do the Take notes and answer
electrons flow? questions in edpuzzle.
How do you know which
equation to flip?
In which direction does the
positive ions flow?
Which electrode increases in
mass? Decreases?
What must the sign of Ecell
be?
Edpuzzle is used to add
questions to the videos.
www.edpuzzle.com

Teacher covers:
Anode and cathode
Standard reduction potentials
Salt bridge
Line notation
Adding half reactions
Calculating Ecell

Evaluate​: Thinking Maps, Summarize Lesson and Review Estimated Time: 2 to 3 - 55

Vocabulary, Variety of Assessment Tools minute class periods

Descriptions:
Engineering Task: Create a 150 mL electrochemical battery that is capable of powering a 1.5
to 3 V motor to spin a fan for five minutes. Students must work within the limitations of
equipment available.

Teacher’s Role Teacher Questions Student’s Role

Teacher introduces project
and helps students
brainstorm during the design
phase.
Summarizes other lessons
and connects them to this
project.
https://www.researchgate.net/
publication/268982829_Engin
eering_Design_Challenge
Why did you chose that
particular set of metals/metal
solutions?
What materials will you use to
build your fan blades?
How many volts do you need
to power the motor for five
minutes?
After testing your battery,
what changes need to made
to produce a more efficient
battery?
Use an engineering
strategies to design a battery
that meets the requirements
of the task.
-less than 150 mL of solution
-spin motor and fan for 5
minutes
-Correctly explain the ow of
electrons and transfer of
energy from the
electrochemical cell to the
motor and fan (written or
graphically).
-use minimum amount of
materials for their battery
 Extend​: Group Projects, Plays, Murals, Songs, Connections Estimated Time: 25 minutes
to Real World, Connections to other Curricular Areas

Descriptions:
Battery explosion article: Don’t blame the batteries for every lithium-ion explosion.

Teacher’s Role Teacher Questions Student’s Role

Teacher talks to students What do you know about Read article

about what they know about
battery explosions before
reading the article.
battery explosions?
Why are lithium ion batteries
dangerous?
Why are lithium ion batteries
becoming more and more
dangerous?
https://www.wired.com/2017/
03/dont-blame-batteries-ever
y-lithium-ion-explosion/
Watch Video
https://www.youtube.com/wat
ch?v=m9-cNNYb1Ik

Name the possible reasons Answer questions and

batteries explode. discuss answers with their
group members.

Resources:
Moynihan, T. (2017). Don’t blame the batteries for every lithium ion explosion. ​Wired,3​.
Retrieved from
https://www.wired.com/2017/03/dont-blame-batteries-every-lithium-ion-explosion/
Wheeler, L., Whitworth, B., & Gonczi, A. (2014). Engineering design challenge: Building a
voltaic cell in the high school chemistry classroom. ​The Science Teacher, 81​(9)​.​ 30-36.
doi:10.2505/4/tst14_081_09_30